Sometimes I wonder if we really did the children and the nation a favor by taking this case to the Supreme Court. I know that it was the right thing for my father and mother to do then but after nearly forty years we find the Court's ruling unfulfilled.-Linda Brown Thompson, plaintiff in Brown v. Board of Education on the fortieth anniversary of Brown (Patterson, 2002, p. 207)Over the last 60 years, Brown v. Board of Education (1954) has achieved iconic status within the cannons of historical, educational, and legal scholarship, inspiring scholars, historians, and contemporaries of the decision to evaluate the decision's effectiveness well beyond its legal purpose (McPartland, 1978; Patterson, 2001, 2002; Reed, 2002). Brown has become so paradigmatic, that it has separated the canon of civil rights law into two distinct eras-before and after of Brown. This is ironic, to say the least, given the fact that although it has been celebrated, and rightfully so, for its social, symbolic, and historical importance, Brown was, first and foremost, a legal decision, and one with a fairly limited reach. In the Court's opinion, state-sponsored racial segregation of America's public schools was struck down, as it was viewed as a violation of the Fourteenth Amendment to the Constitution. Nevertheless, despite its strong language about the importance of education, Brown lacked a clear declaration that equal education was a right enforceable in federal court (Bell, 1978). Segregation in education-especially in southern areas-would endure more than a decade (Patterson, 2002). The Court would eventually act to extend the reach of Brown into other areas, first very quietly in a series of per curium decisions in the late 1950s and then in other more detailed opinions (Patterson, 2002). Nevertheless, by focusing narrowly on separation of White and non-White children, Brown left other aspects of racial inequality in the education system untouched (Bell, 1978).Brown's legacy has been rendered even more curious by the ongoing debates it has engendered regarding exactly what it has accomplished (Balkin, 2001; Patterson, 2002). One of Brown's most incisive critics, Derrick Bell, post-litigiously challenged the Brown formula by questioning whether the Court's decision to end segregation in public education was in actuality the best means to ensure equality of educational opportunity for Black children (Bell, 1978; 1987; 2001). Approximately 60 years post-Brown and in the wake of Bell's 2011 passing, it seems appropriate to assess the effectiveness of culturally relevant instruction as one possible means to address the unfinished business of Brown. This article grapples with this problem by focusing on the occupational considerations among African Americans in arguably one of the most in-demand fields in the U.S. economy: computing sciences. The lack of participation in these advanced technology domains is partly the product of inadequate preparation and advising in K-12 education (Charleston, 2012; Maton, Hrabowski, & Schmitt, 2000; Moore, 2006). Simultaneously, the majority of children born in the United States during the 21st century will belong to groups that are currently underrepresented in STEM-related disciplines, as a result of increasing shifts within the country's demographic landscape (Charleston & Jackson, 2011). While Brown legally prohibited segregation in the nation's schools, African Americans are among the subgroups who have historically and consistently suffered from the greatest educational disparities in general as compared to their White counterparts, thereby limiting their career choices in STEM fields (Charleston, 2012; Jackson et al., 2012).The field of computing sciences is a critically important object of study given the discipline's vital role in the future of technology and innovation (Margolis, Goode, & Bernier, 2011). However, a lack of ethnic minorities pursuing careers in computing sciences could have detrimental effects on the United States' standing within the competitive global market (BuzzettoMore, Ukoha, & Rustagi, 2010; Charleston, 2012; George et al. …